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У статті представлено загальну характеристику авторського електронного навчально-методичного комплексу (ЕНМК) з креслення, що використовується в процесі графічної підготовки майбутніх учителів трудового навчання в Дрогобицькому державному педагогічному університеті імені Івана Франка. Узагальнено основні дидактичні можливості ЕНМК: забезпечення системного та послідовного вивчення креслення відповідно до вимог, що ставляться до графічної компетентності вчителя трудового навчання; збільшення наочності навчального матеріалу, розширення способів його подання; організація автоматизованого педагогічного контролю на будь-якому етапі навчання; забезпечення роботи студентів з додатковими джерелами інформації; організація самостійної навчально-пізнавальної діяльності студентів; доступ до віддалених інформаційних ресурсів; підвищення індивідуалізації процесу навчання. Подано короткий аналіз основних змістових компонентів (модулів) авторського ЕНМК: методичного, навчального, контрольного, довідникового, інформаційно-пошукового. Охарактеризовано основні режими роботи в середовищі авторського ЕНМК, зокрема: режим електронного підручника; режими «База конструкторсько-графічної документації», «База технічних деталей», «Комплекс графічних завдань», «Електронний довідник», «Словник термінів». Висвітлено додаткові режими роботи з ЕНМК (робота з архівом електронних копій друкованої навчальної літератури, що знаходиться у вільному доступі та рекомендована для використання в процесі графічної підготовки майбутніх учителів трудового навчання; робота з Інтернет-ресурсами з питань навчання графічних дисциплін). Представлено результати впровадження ЕНМК з креслення в процес графічної підготовки майбутніх учителів трудового навчання в Дрогобицькому державному педагогічному університеті імені Івана Франка.

A Programmable Logic Controller (PLC) is a standard industrial control device that provides a simple, yet robust, method of controlling manufacturing and dynamic processes. As a result of their low cost, adaptability, and reliability, PLCs are by far the most common control mechanism used by manufacturing businesses of all sizes for environment control, food processing, motion control, and automated test equipment. Yet even though PLCs are heavily used by industry, their use in teaching control theory concepts is uncommon for mechanical engineering programs. Traditional control systems engineering courses focus on the theory and mathematics of continuous-based control systems and rarely involve the use of PLCs, which provide an excellent platform to teach feedback control. Only a few programs have included a specific focus on non-continuous (on/off) control commonly used in industrial environments. In addition, learning ladder logic, a programming language for PLCs, can be difficult and seem unnecessary for those with a traditional programming background, such as C++. Recognizing the appropriate ways of how and when to use PLCs is a key factor in applying control theory effectively in an industrial or even a research environment This paper reviews the literature devoted to control systems education. It shows how academia is using PLCs in education and how it can complement the traditional focus on continuous-based control. A key objective of this paper is to review the PLC use in mechanical engineering education, which traditionally takes place in a control systems engineering course. This paper will also address a proposal by the authors that implementing PLCs into a control systems course for mechanical engineering students can enable a natural integration of continuous and non-continuous control theory. Engineering control problems can generally be categorized solely or as a combination of the following three ways: 14 1. Continuous Linear — these systems can be described by linear differential equations, and exact equations can be used to design controllers. 2. Continuous Non-linear — these systems can be described with differential equations that are non-linear, and the controllers can be designed with some effort. In some systems differential equations are not available, forcing reliance on other methods, such as heuristic rules. 3. Non-continuous — these systems have discrete states and are characterized with on/off transitions of inputs and outputs. Logical decisions are required to control the system. Control Systems Engineering is traditionally seen as a “dry” course by students with a mechanical concentration. The popular textbooks on the subject 7,20,21 are meant for a more general engineering student audience, cover the theory that is typically associated with the subject, and

¶301 Each early printed book must be treated like a manuscript; that is, as a unique copy. And, ideally, to differentiate book from book precisely, every letter in every copy needs to be compared. No bibliographer has the time or funds fully to meet these conditions. Gross structural description has to be separated from the essential detail and must inevitably be the bibliographer’s normal method. At which point overall description descends into detail must depend on the individual book and the purpose of the catalogue, but a certain amount of detail will normally be required. It is our contention that

The overarching goal of this research is to improve conceptualization of System Dynamics and Controls concepts by incorporating a Web-facilitated curriculum to enable inter- campus collaboration and remotely-accessible or virtual systems. This approach will complement lecture-based curricula and will strongly enhance students’ conceptualization and exposure to System Dynamics and Controls fundamentals by providing less restricted exposure to a variety of systems that encompass the more important Dynamic Systems concepts. The plan involves the development of a System Dynamics Concepts Inventory and the implementation and assessment of three Web-enabled laboratory formats: (1) inter-campus collaborative experimentation, (2) remotely-accessible experiments, and (3) virtual system experiments. Each format has its inherent advantages and disadvantages. Remotely-accessible experiments, for example, can be made more readily available to students outside of regular laboratory hours, but the lack of hands-on exposure limits the potential scope of the experiments. Each format has been preliminarily implemented using a variety of dynamics systems that reflect some of the more important fundamentals pertinent to System Dynamics. These activities are currently being incorporated into a laboratory course at the University of Texas at San Antonio (UTSA) and a lecture course at the University of Texas - Pan American (UTPA). A preliminary Course Inventory is being developed in collaboration with faculty at both institutions. An initial assessment of each laboratory format has been completed. This paper reports on the findings including a detailed discussion of the development of the Course Inventory, a discussion of the pros and cons of implementing each format, and an evaluation of the impact of each format in addressing student conceptualization of a few key fundamentals. Introduction Engineering students struggle to understand the roles of dynamic systems modeling and control in engineering. They struggle to visualize the motion and dynamic response of physical systems.1 Students often perceive dynamic systems concepts, especially automatic controls, as a “large collection of abstract math.”2 They get lost in the mathematics and struggle with conceptualizing implementation of fundamentals to predict and control the dynamic response of physical systems. Textbooks and chalkboards are not sufficient means for demonstrating the Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Should you receive an email like this, you can report it to the Internet Crime Complaint Center at tulsaworld.com/Internetccc The Chicago Better Business Bureau also warns: The recipient might receive an email reply from a scammer with instructions to wire thousands of dollars up front as some sort of fee to claim the non-existent prize.

In the past two weeks, Internet users have downloaded over 4.5 million copies of Firefox, the excellent browser available for free from the nonprofit Mozilla Foundation. Yes, there are hundreds of millions of IE users, but Firefox is gaining fast, and IE is losing market share for the first time in years. The switch to Firefox will happen even faster as more people realize the full power of this browser, much of it provided by computer hobbyists who are scrambling to create a cornucopia of useful add-ons. For instance, Firefox extensions can be created by amateurs with limited programming skills. \"With IE . . . you need to be a sort of hard-core Windows developer,\" [Ben Goodger] said. \"With Firefox, you just need to know the kinds of things a Web developer might know,\" relatively simple scripting languages like Javascript. Happily, the Firefox extenders are assembling worthy rivals to IE's offerings. PRGooglebar, for instance, does everything the original Google bar does, except for blocking pop-ups, which Firefox already does. As for Pluck, the company has received so many requests from Firefox users that it plans to offer a compatible version sometime next year.